U.S. History SCOS
COMPETENCY GOAL 1: Colonial America (1492-1754) The learner will identify causes of European exploration and colonial settlement and assess the structure of the European colonies.
Students will be able to describe religious groups in colonial America and the role of religion in their communities.
Students will be able to explain how Puritanism shaped New England communities and how it changed during the 17th century.
COMPETENCY GOAL 8: The Great War and its Aftermath (1914-1930) The learner will analyze United States involvement in World War I and the war's influence on international affairs during the 1920s.
Students will assess the political, economic, and social and cultural effects of the war on the United States and other nations.
COMPETENCY GOAL 11: Recovery, Prosperity, and Turmoil (1945-1980) The learner will trace economic, political, and social development and assess their significance for the lives of Americans during this time period.
Students will describe the effects of the Cold War on economic, political, and social life in America.
COMPETENCY GOAL 12: The United States since the Vietnam War (1973-present) The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.
Students will assess the impact of twenty-first century terrorist activity on American society.
Foundations of Information Technology EssentialStandards
4.00: Understand the Web and Digital Communications pathway.
4.02: Understand social media in personal and business contexts.
6.00: Understand emerging technologies and career options in Information Technology
6.01: Understand emerging technologies.
English SCOS
4.0 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings: analyze the impact of specific word choices on meaning and
tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful.
4.01 Interpret meaning for an audience by:
interpreting the effects of figures of speech (e.g. personification, oxymoron) and the effect of devices of sound (e.g. alliteration, onomatopoeia)
analyzing stylistic features such as word choice and links between sense and sound
identifying ambiguity, contradiction, irony, parody and satire
5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States by:
analyzing the characteristics of literary genres including fiction, nonfiction, drama and poetry and how selection of genres shapes meaning
relating ideas, styles and themes with literary movements
understanding influences that progress through the literary movements of the United States
evaluating the literary merit and/or historical significance of work from Colonial Literature, the Romantic Era, Realism, the Modern Era, Realism, the Modern Era and Contemporary Literature.
9.0 Demonstrate knowledge of 18th,19th and early 29th century foundational works of American literature, including how two or more texts from the same period treat similar themes.
Math
CC.9-12.G.MG.1 Use geometric shapes, their measures, and their properties to describe objects (e.g. the curve of a tree trunk, bridge support structure)
CC.9-12.F.TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
Objectives
US History Students will be able to:
Articulate the basic tenets of Puritanism
Explain the events leading up to the Salem witchcraft trials of 1692
Identify the individuals central to the trials
Synthesize and evaluate facts to speculate the underlying causes of the witch hysteria
Draw connections between the events of 1692 and the modern world
Create a GoAnimate video on the Salem Witch Trials from one of the following perspectives: the girls, the accused, the judge/jury
Foundations of InformationTechnology Students will be able to:
Make use of a blogging site to discuss the Salem Witch Trials with classmates
Synthesize information learned about the Salem Witch Trials to create a blog post about the trials
Dispute or defend classmates's blog posts
Implement design principles to create a multimedia presentation
English
Students will be able to :
Identify literary devices and the effects of each ( e.g., dramatic irony, imagery, symbolism, metaphor, allusion)
Identify the influence of historical events on literature
explain why Arthur Miller chose to put The Crucible as a drama, versus another genre.
analyze the connection between McCarthyism and the Red Scare and the Salem Witch trials.
Math
Students will be able to:
identify the Witch (curve) of Agnesi modeled in real-life application
explain the origin of how the Curve of Agnesi got its name the "Witch of Agnesi"
Learning Activities
US History
1.To prepare for the lesson and project on the Salem Witch Trials, students will go to the website, http://school.discoveryeducation.com/schooladventures/salemwitchtrials/, and research life in 1692 to get an understanding of the challenges, fears, and pressures of life in Salem, Massachusetts in 1692.
2.Next, they will use the above website to research how the Witch Trials got started and how it soon became a mass hysteria thoughout the colony.
3.Using information from primary source documents from the trial and testimonies of the accusers and the accused, students will create a GoAnimate video about the trials from a perspecitve of their choice: accusers, accused, or judge/jury.
4.The lesson will conclude with a class discussion on other times in history where mass hysteria has led to a "witch hunt."
Foundations of Information Technology
Create an original blog post discussing information learned about the Salem Witch Trials and respond to at least two posts of classmates to either dispute or defend the posts.
English
In preparation to analyze The Crucible by Arthur Miller, students will define the following literary devices and identify the following terms ( and others as we come across them during the course of the unit)
dramatic irony
imagery
symbolism
metaphor
allusion
McCarthyism
The Red Scare
Salem Witch Trials
Students will use Flashcard+ app to (make) define terms. When they get ready to analyze, they will use app to help properly identify examples of terms in text.
Students will read portions of The Crucible as part of the integrated unit of study. The portions not read will be summarized by the teacher. Teachers will then be asked to analyze The Crucible for author's purpose and use of literary devices to achieve his purpose.Students will present findings in a timed writing similar to what they will encounter on the AP English Language and Composition test.
Math
To link the Salem Witch Trials to the Witch of Agnesi discuss the time frame of the Salem Witch Trials and the discovery of the Curve of Agnesi. Using the brief description, The Origin of the Title, The "Witch of Agnesi" from http://www.lessonplanet.com/article/math/the-witch-of-agnesi students will learn that these two events had a relevant time frame.
Following the opening discussion, the students will lead a self-discovery search on exactly what the Curve of Agnesi is, how it was created, and how it got its nickname, Witch of Agnesi. The following websites will help start students with their research. http://www.wondersandmarvels.com/2010/09/dangerous-curves-maria-gaetana-agnesi.html
Following their research, students will then use Instagram to capture images that reflect the concept and model the Curve of Agnesi.
Students will post and share their results with their peers via Instagram.
Integration of App/Tool
Create a GoAnimate video based on Internet research of the Salem Witch Trials.
Creating edublog post from information learned in U.S. History.
In groups, students will analyze The Crucible in regards to author's purpose, style, structure and audience. Each group will prepare a multimedia presentation addressing each topic in detail and drawing a conclusion (thesis) about the work. Students will use flashcards+ free as a resource to identify literary devices related to historical events.
Capturing images using Instagram that represent real-life models of the Curve of Angesi
Collaboration
In small groups students will create a culminating project in the form of a multimedia presentation created from the information and skills gained through the GoAnimate videos, edublogs, slideshare video, and Instagram demonstrating their understanding how historical events connect across the disciplines.
ISTE NETS-T
Facilitate and Inspire Student Learning and Creativity
a. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Design and Develop Digital Age Learning Experiences and Assessments
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Model Digital Age Work and Learning
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Promote and Model Digital Citizenship and Responsibility
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Assessment - Multimedia Presentation
Writing Component
5:Excellent
4:Very good
3:Average
2/1:Poor
0:No Project
Multiplier
Total
Historical Accuracy
All information presented is historically accurate
There is no more than one minor historical error
There is no more than one crucial historical error
There is no evidence of comprehension of the topic
No project submitted
X 5
25 possible points
Thoroughness of Content
Specific, illustrative content demonstrates the development of sophisticated ideas
Sufficiently developed content with adequate elaboration
Limited content with inadequate elaboration and explanation
Superficial and/or minimal content.
No project submitted
X 2
10 possible points
Organization
Sophisticated arrangement of content with evident and/or subtle transitions
Functional arrangement of content that sustains a logical order with some evidence of transitions
Confused or inconsistent arrangement of content with or without attempts at transition
Minimal control of content arrangement
No project submitted
X 2
10 possible points
Grammar, mechanics, style
Evident control of grammar, mechanics, spelling, usage and sentence formation, as well as precise, illustrative use of sentences and words
Sufficient control of grammar, mechanics, usage and sentence formation as well as a generic use and variety of sentences and words.
Limited control of grammar, mechanics, spelling, usage and sentence formation as well as limited word choice and control of sentence structure.
Minimal control of grammar, mechanics, spelling, usage and sentence formation as well as poor word choice and control of sentence structure.
No project submitted
X 2
10 possible points
Technology
Evident knowledge of use of technology component; followed all multimedia presentation principles
Sufficient knowledge of technology component; minimal multimedia presentation principles errors; 2 or less broken or missing links/images
Limited knowledge of technology component; only minor multimedia presentation principles errors; 4 or less broken or missing links/images
Minimal knowledge of technology; significant multimedia presentation principles errors; over 5 broken or missing links/images
No project submitted
X 3
15 possible points
Literacy
Evident comprehension of the author's purpose as demonstrated through word choice, use of specific literary devices and choice of genre
Sufficient comprehension of author's purpose as demonstrated through word choice, use of specific literary devices and choice of genre
Limited comprehension of author's purpose as demonstrated through word choice, use of specific literary devices and choice of genre
Superficial comprehension of author's purpose as demonstrated through word choice, use of specific literary devices and choice of genre
Students will learn to take individually created work and create a collaborative project. Working collaboratively is a skill required of the 21st century workplace.
Students will gain knowledge of how to use various 21st century technology (GoAnimate, edublogs, flashcards+, and Instagram.)
Students will learn to take historical information and make inferences/connections to cross-curricular studies and apply them to real world (current) situations. (The same type of hysteria from the 1692 witch trials is found in the 1920s "Red Scare," internment of Japanese in WW II, the Holocaust, McCarthyism in the 1950s, and the Muslim attacks following 9/11).
Curriculum Standards The Salem Witch Trials
U.S. History SCOSCOMPETENCY GOAL 1: Colonial America (1492-1754) The learner will identify causes of European exploration and colonial settlement and assess the structure of the European colonies.
- Students will be able to describe religious groups in colonial America and the role of religion in their communities.
- Students will be able to explain how Puritanism shaped New England communities and how it changed during the 17th century.
COMPETENCY GOAL 8: The Great War and its Aftermath (1914-1930) The learner will analyze United States involvement in World War I and the war's influence on international affairs during the 1920s.- Students will assess the political, economic, and social and cultural effects of the war on the United States and other nations.
COMPETENCY GOAL 11: Recovery, Prosperity, and Turmoil (1945-1980) The learner will trace economic, political, and social development and assess their significance for the lives of Americans during this time period.- Students will describe the effects of the Cold War on economic, political, and social life in America.
COMPETENCY GOAL 12: The United States since the Vietnam War (1973-present) The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.Foundations of Information Technology Essential Standards
4.00: Understand the Web and Digital Communications pathway.
- 4.02: Understand social media in personal and business contexts.
6.00: Understand emerging technologies and career options in Information Technology- 6.01: Understand emerging technologies.
English SCOS4.0 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings: analyze the impact of specific word choices on meaning and
tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful.
4.01 Interpret meaning for an audience by:
- interpreting the effects of figures of speech (e.g. personification, oxymoron) and the effect of devices of sound (e.g. alliteration, onomatopoeia)
- analyzing stylistic features such as word choice and links between sense and sound
- identifying ambiguity, contradiction, irony, parody and satire
5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States by:- analyzing the characteristics of literary genres including fiction, nonfiction, drama and poetry and how selection of genres shapes meaning
- relating ideas, styles and themes with literary movements
- understanding influences that progress through the literary movements of the United States
- evaluating the literary merit and/or historical significance of work from Colonial Literature, the Romantic Era, Realism, the Modern Era, Realism, the Modern Era and Contemporary Literature.
9.0 Demonstrate knowledge of 18th,19th and early 29th century foundational works of American literature, including how two or more texts from the same period treat similar themes.
MathObjectives
US HistoryStudents will be able to:
Foundations of Information Technology
Students will be able to:
- Make use of a blogging site to discuss the Salem Witch Trials with classmates
- Synthesize information learned about the Salem Witch Trials to create a blog post about the trials
- Dispute or defend classmates's blog posts
- Implement design principles to create a multimedia presentation
EnglishStudents will be able to :
MathStudents will be able to:
Learning Activities
US History1.To prepare for the lesson and project on the Salem Witch Trials, students will go to the website,
http://school.discoveryeducation.com/schooladventures/salemwitchtrials/, and research life in 1692 to get an understanding of the challenges, fears, and pressures of life in Salem, Massachusetts in 1692.
2.Next, they will use the above website to research how the Witch Trials got started and how it soon became a mass hysteria thoughout the colony.
3.Using information from primary source documents from the trial and testimonies of the accusers and the accused, students will create a GoAnimate video about the trials from a perspecitve of their choice: accusers, accused, or judge/jury.
4.The lesson will conclude with a class discussion on other times in history where mass hysteria has led to a "witch hunt."
Foundations of Information Technology
Create an original blog post discussing information learned about the Salem Witch Trials and respond to at least two posts of classmates to either dispute or defend the posts.
English
In preparation to analyze The Crucible by Arthur Miller, students will define the following literary devices and identify the following terms ( and others as we come across them during the course of the unit)
- dramatic irony
- imagery
- symbolism
- metaphor
- allusion
- McCarthyism
- The Red Scare
- Salem Witch Trials
Students will use Flashcard+ app to (make) define terms. When they get ready to analyze, they will use app to help properly identify examples of terms in text.After identifying key terms and vocbulary, students will view the following slideshare :
http://www.slideshare.net/quintus/the-crucible
Students will read portions of The Crucible as part of the integrated unit of study. The portions not read will be summarized by the teacher. Teachers will then be asked to analyze The Crucible for author's purpose and use of literary devices to achieve his purpose.Students will present findings in a timed writing similar to what they will encounter on the AP English Language and Composition test.
Math
To link the Salem Witch Trials to the Witch of Agnesi discuss the time frame of the Salem Witch Trials and the discovery of the Curve of Agnesi. Using the brief description, The Origin of the Title, The "Witch of Agnesi" from http://www.lessonplanet.com/article/math/the-witch-of-agnesi students will learn that these two events had a relevant time frame.
Following the opening discussion, the students will lead a self-discovery search on exactly what the Curve of Agnesi is, how it was created, and how it got its nickname, Witch of Agnesi. The following websites will help start students with their research.
http://www.wondersandmarvels.com/2010/09/dangerous-curves-maria-gaetana-agnesi.html
http://online.redwoods.cc.ca.us/instruct/darnold/calcproj/Fall07/Mike/witch.pdf
http://www.uh.edu/engines/epi217.htm
http://www.aps.org/publications/apsnews/201006/physicshistory.cfm
Following their research, students will then use Instagram to capture images that reflect the concept and model the Curve of Agnesi.
Students will post and share their results with their peers via Instagram.
Integration of App/Tool
Collaboration
ISTE NETS-T
a. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Assessment - Multimedia Presentation
Accuracy
Materials/Resources
Value Beyond the Classroom
Lesson Development Resources/Citations
US Historyhttp://www.ncpublicschools.org/ used for curriculum standards and objectives
http://school.discoveryeducation.com/schooladventures/salemwitchtrials/tips.html used for webquest on Salem Witch Trials
http://www.goanimate.com used to create video
Liberty, Equality, Power: A History of the American People, Currin, et.al. textbook
Foundations of Information Technology
NC Public Schools CTE Curriculum Moodle
http://www.edublogs.com
English
http://www.ncpublicschools.org/
http://www.slideshare.net/quintus/the-crucible
http://play.google.com - flashcard+ free
Math
http://www.ncpublicschools.org/
Instagram App from iTunes or Android Market
http://school.discoveryeducation.com/schooladventures/salemwitchtrials/ website
http://www.lessonplanet.com/article/math/the-witch-of-agnesi
http://www.aps.org/publications/apsnews/201006/physicshistory.cfm
http://www.uh.edu/engines/epi217.htm
http://online.redwoods.cc.ca.us/instruct/darnold/calcproj/Fall07/Mike/witch.pdf
http://www.wondersandmarvels.com/2010/09/dangerous-curves-maria-gaetana-agnesi.html